An Exploration of Teacher Attitude, Skill, and Tools as Predictors for the Integration of Technology in the K-12 Classroom

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Velasquez-Bryant, N. (2003). An Exploration of Teacher Attitude, Skill, and Tools as Predictors for the Integration of Technology in the K-12 Classroom. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2003 (pp. 1127-1130). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/18114.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2003
Albuquerque, New Mexico, USA
2003
ISBN 1-880094-47-9
  Caroline Crawford, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Author

Norma Velasquez-Bryant, University of Nevada, Reno, United States

Abstract

The purpose of this study was to: (a) provide a descriptive analysis of the population for a rural school district in Northern Nevada, (b) determine a level of technology integration in the classroom, and (c) develop a model that can be used to predict whether a teacher will or will not integrate technology into the classroom. The Will, Skill, and Tools (WST) structural model of technology integration (Knezek & Christensen, 2000a) was incorporated and eight instruments measuring attitude (Will), proficiency (Skill), and level of access to technology (Tools) tested the technology integration component of the model. The findings in this study support the hypothesis that teachers, administrators, and students with positive attitudes toward computers and information technology, proficiency in using technology, and adequate access to computer resources including hardware, software, the World Wide Web, and training positively influence the integration of technology in the classroom.

Keywords

• Classrooms
• Attitudes
• Teachers
• Integration
• Computers

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